Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks

This article discusses the need and essential components of theoretical frameworks and elaborates on the most notable theories that may be employed in the process of conceptualizing teacher identity development in different professional learning experiences. First of all, it explains the significanc...

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Main Authors:	Ahmad, Hussain, Shah, Sayyed Rashid, Fatmawati, Adam, Muhammad Nubli, Abdul Wahab
Format:	Article
Language:	English
Published:	Rafaad 2019
Subjects:	L Education (General)
Online Access:	http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/7/Teacher%20Identity%20Development%20in%20Professional%20Learning.pdf

id	ump-25907
recordtype	eprints
spelling	ump-259072019-10-03T02:32:46Z http://umpir.ump.edu.my/id/eprint/25907/ Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Adam Muhammad Nubli, Abdul Wahab L Education (General) This article discusses the need and essential components of theoretical frameworks and elaborates on the most notable theories that may be employed in the process of conceptualizing teacher identity development in different professional learning experiences. First of all, it explains the significance of including a theoretical framework and identifies various factors that researchers might consider for establishing a justifiable theoretical base for their research studies. Introducing the construct of teacher identity and its various attributes, the article then goes on to present seven theories that might influence the construction of teacher identity teacher learning in an educational setting. Hence the article explicates how educational researchers should take into consideration the theoretical underpinnings of Wenger’s Communities of Practice (CoP), Vygotsky’s Socio-cultural Theory, Activity Theory, Positioning Theory, Cultural Production and Practice Theory, Dialogical Self-theory, and/or The Dynamic System Model of Role Identity (DSMRI) in order to show their philosophical, epistemological, methodological, and analytical approach to research studies in the realm of teacher identity. At the end, the article suggests some practical steps on implementing one or more theories and conceptualizing teacher identity in educational research. Rafaad 2019 Article PeerReviewed pdf en cc_by_4 http://umpir.ump.edu.my/id/eprint/25907/7/Teacher%20Identity%20Development%20in%20Professional%20Learning.pdf Ahmad, Hussain and Shah, Sayyed Rashid and Fatmawati, Adam and Muhammad Nubli, Abdul Wahab (2019) Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks. Bulletin of Advance English Studies, 3 (1). pp. 1-11. ISSN 2617-6459 http://www.refaad.com/views/BAES/311.html https//doi.org/DOI:10.31559/baes2019.3.1.1
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Malaysia Pahang
building	UMP Institutional Repository
collection	Online Access
language	English
topic	L Education (General)
spellingShingle	L Education (General) Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Adam Muhammad Nubli, Abdul Wahab Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
description	This article discusses the need and essential components of theoretical frameworks and elaborates on the most notable theories that may be employed in the process of conceptualizing teacher identity development in different professional learning experiences. First of all, it explains the significance of including a theoretical framework and identifies various factors that researchers might consider for establishing a justifiable theoretical base for their research studies. Introducing the construct of teacher identity and its various attributes, the article then goes on to present seven theories that might influence the construction of teacher identity teacher learning in an educational setting. Hence the article explicates how educational researchers should take into consideration the theoretical underpinnings of Wenger’s Communities of Practice (CoP), Vygotsky’s Socio-cultural Theory, Activity Theory, Positioning Theory, Cultural Production and Practice Theory, Dialogical Self-theory, and/or The Dynamic System Model of Role Identity (DSMRI) in order to show their philosophical, epistemological, methodological, and analytical approach to research studies in the realm of teacher identity. At the end, the article suggests some practical steps on implementing one or more theories and conceptualizing teacher identity in educational research.
format	Article
author	Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Adam Muhammad Nubli, Abdul Wahab
author_facet	Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Adam Muhammad Nubli, Abdul Wahab
author_sort	Ahmad, Hussain
title	Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
title_short	Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
title_full	Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
title_fullStr	Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
title_full_unstemmed	Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
title_sort	teacher identity development in professional learning: an overview of theoretical frameworks
publisher	Rafaad
publishDate	2019
url	http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/7/Teacher%20Identity%20Development%20in%20Professional%20Learning.pdf
first_indexed	2023-09-18T22:40:01Z
last_indexed	2023-09-18T22:40:01Z
_version_	1777416852418330624

Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks

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